1. Tempus “QUASYS” Dubrovnik, October 11-12, 2003. Harmonization with European Trends in Higher Education Prof. dr. Pero Lučin Vice-Rector University of Rijeka

2. Berlin Communique “Realising the European Higher Education Area” Communiqué of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003 Law on Scientific Activity and Higher Education Adopted in Croatian Parliament 17 Jully 2003

3. Degree structure: Adoption of a system essentially based on two main cycles Ministers are pleased to note that, following their commitment in the Bologna Declaration to the two-cycle system, a comprehensive restructuring of the European landscape of higher education is now under way. All Ministers commit themselves to having started the implementation of the two cycle system by 2005. Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area. Ministers stress their commitment to making higher education equally accessible to all, on the basis of capacity, by every appropriate means. Three cycles: First – bacalaureus (180-240 ECTS) Second – master (60-120 ECTS) Third – doctoral (min. 3 years) First cycle degrees should give access to second cycle programmes. Second cycle degrees should give access to doctoral studies. Doctoral studies starting from the academic year 2004/2005. First and second cycle introduced by the academic year 2005/2006. Postgraduate specialist education – introduction of LLL. HE public good equally accessible to all, on the basis of capacity. Qualification framework should be established. Three cycles: First – bacalaureus (180-240 ECTS) Second – master (60-120 ECTS) Third – doctoral (min. 3 years) First cycle degrees should give access to second cycle programmes. Second cycle degrees should give access to doctoral studies. Doctoral studies starting from the academic year 2004/2005. First and second cycle introduced by the academic year 2005/2006. Postgraduate specialist education – introduction of LLL. HE public good equally accessible to all, on the basis of capacity. Qualification framework should be established.

4. Establishment of a system of credits Ministers stress the important role played by the European Credit Transfer System (ECTS) in facilitating student mobility and international curriculum development. They note that ECTS is increasingly becoming a generalised basis for the national credit systems. They encourage further progress with the goal that the ECTS becomes not only a transfer but also an accumulation system, to be applied consistently as it develops within the emerging European Higher Education Area. ECTS the only credit transfer system. Accumulation of ECTS credits within the first and the second cycle possible. ECTS credit accumulation may be required within the third cycle. Problem of credit accumulation in the context of LLL not yet solved. Transfer of ECTS credits between universities and non-university sector possible. ECTS the only credit transfer system. Accumulation of ECTS credits within the first and the second cycle possible. ECTS credit accumulation may be required within the third cycle. Problem of credit accumulation in the context of LLL not yet solved. Transfer of ECTS credits between universities and non-university sector possible.

5. Recognition of degrees: Adoption of a system of easily readable and comparable degrees Ministers underline the importance of the Lisbon Recognition Convention, which should be ratified by all countries participating in the Bologna Process, and call on the ENIC and NARIC networks along with the competent National Authorities to further the implementation of the Convention. They set the objective that every student graduating as from 2005 should receive the Diploma Supplement automatically and free of charge. It should be issued in a widely spoken European language. They appeal to institutions and employers to make full use of the Diploma Supplement, so as to take advantage of the improved transparency and flexibility of the higher education degree systems, for fostering employability and facilitating academic recognition for further studies. Lisabon Recognition Convention ratified in Croatian Parliament 2002. ENIC/NARIC network introduced by HE Law – establishment under way. Law on Recognition of Degrees and Qualification in parliamentary procedure. National Council for Higher Education identified as a competent body for implementation of Lisabon Convention. Diploma Supplement introduced by Law on HE – defined by Rectors Conference – now in the process of implementation. From 2005. Diploma Supplement will be available to all students in Croatian and one European languages, free of charge. Lisabon Recognition Convention ratified in Croatian Parliament 2002. ENIC/NARIC network introduced by HE Law – establishment under way. Law on Recognition of Degrees and Qualification in parliamentary procedure. National Council for Higher Education identified as a competent body for implementation of Lisabon Convention. Diploma Supplement introduced by Law on HE – defined by Rectors Conference – now in the process of implementation. From 2005. Diploma Supplement will be available to all students in Croatian and one European languages, free of charge.

6. Quality Assurance The quality of higher education has proven to be at the heart of the setting up of a European Higher Education Area... They also stress that consistent with the principle of institutional autonomy, the primary responsibility for quality assurance in higher education lies with each institution itself and this provides the basis for real accountability of the academic system within the national quality framework. Therefore, they agree that by 2005 national quality assurance systems should include: A definition of the responsibilities of the bodies and institutions involved. Evaluation of programmes or institutions, including internal assessment, external review, participation of students and the publication of results. A system of accreditation, certification or comparable procedures. International participation, co-operation and networking. At the European level, Ministers call upon ENQA through its members, in co-operation with the EUA, EURASHE and ESIB, to develop an agreed set of standards, procedures and guidelines on quality assurance, to explore ways of ensuring an adequate peer review system for quality assurance and/or accreditation agencies or bodies, and to report back through the Follow-up Group to Ministers in 2005. QA introduced by Law on HE – QA network. The primary responsibility lies within each institution. Project of QA network prepared and under implementation. - National Agency for Science and Higher Education – a core institution for QA network – cooperation with ENQA - University Centers for QA and development of quality culture Evaluation and accreditation body – National Council for Higher Education. Internal and external evaluation of institutions and programmes, includes international experts – implementation starts in the 2004. Student participation in QA network. QA introduced by Law on HE – QA network. The primary responsibility lies within each institution. Project of QA network prepared and under implementation. - National Agency for Science and Higher Education – a core institution for QA network – cooperation with ENQA - University Centers for QA and development of quality culture Evaluation and accreditation body – National Council for Higher Education. Internal and external evaluation of institutions and programmes, includes international experts – implementation starts in the 2004. Student participation in QA network.

7. Promotion of mobility Mobility of students and academic and administrative staff is the basis for establishing a European Higher Education Area. Ministers emphasise its importance for academic and cultural as well as political, social and economic spheres. They note with satisfaction that since their last meeting, mobility figures have increased, thanks also to the substantial support of the European Union programmes, and agree to undertake the necessary steps to improve the quality and coverage of statistical data on student mobility. They reaffirm their intention to make every effort to remove all obstacles to mobility within the European Higher Education Area. With a view to promoting student mobility, Ministers will take the necessary steps to enable the portability of national loans and grants. Mobility of students possible. All legal obstacles for student mobility are still not removed. Mobility of staff - policy issue of each institution. Portability of national loans and grants still extremely complicated – no clear grant system. Loan and grant system should be established. Financing of mobility – still policy issue. No access to EU mobility grants. No national mobility policy and grants. Mobility of students possible. All legal obstacles for student mobility are still not removed. Mobility of staff - policy issue of each institution. Portability of national loans and grants still extremely complicated – no clear grant system. Loan and grant system should be established. Financing of mobility – still policy issue. No access to EU mobility grants. No national mobility policy and grants.

8. Promotion of the European dimension in higher education Ministers note that, following their call in Prague, additional modules, courses and curricula with European content, orientation or organisation are being developed. They note that initiatives have been taken by Higher Education Institutions in various European countries to pool their academic resources and cultural traditions in order to promote the development of integrated study programmes and joint degrees at first, second and third level. Moreover, they stress the necessity of ensuring a substantial period of study abroad in joint degree programmes as well as proper provision for linguistic diversity and language learning, so that students may achieve their full potential for European identity, citizenship and employability. Ministers agree to engage at the national level to remove legal obstacles to the establishment and recognition of such degrees and to actively support the development and adequate quality assurance of integrated curricula leading to joint degrees. Lack o courses and Curricula with European content. Joint studies possible and introduced by the HE Law – but still lot of obstacles to be removed and number of issues to be solved (policy issue) Several joint studies with neighboring countries under preparation. Lack of joint studies within the national system (no policy measures to promote joint degrees). Lack of institutionally organized studies abroad – policy issue. Lack o courses and Curricula with European content. Joint studies possible and introduced by the HE Law – but still lot of obstacles to be removed and number of issues to be solved (policy issue) Several joint studies with neighboring countries under preparation. Lack of joint studies within the national system (no policy measures to promote joint degrees). Lack of institutionally organized studies abroad – policy issue.

9. Lifelong learning Ministers underline the important contribution of higher education in making lifelong learning a reality. They are taking steps to align their national policies to realise this goal and urge Higher Education Institutions and all concerned to enhance the possibilities for lifelong learning at higher education level including the recognition of prior learning. They emphasise that such action must be an integral part of higher education activity. Ministers furthermore call those working on qualifications frameworks for the European Higher Education Area to encompass the wide range of flexible learning paths, opportunities and techniques and to make appropriate use of the ECTS credits. They stress the need to improve opportunities for all citizens, in accordance with their aspirations and abilities, to follow the lifelong learning paths into and within higher education. Concept of LLL introduced by HE Law. Short studies of 60 to 120 ECTS credits leading to certificate, but not to degree. Postgraduate specialist studies at universities and non-university institutions, from 60 to 120 ECTS credits, leading to degree specialist (spec.). Modular structure of undergraduate and postgraduate education. Flexibility of learning paths should be build up by the national qualification framework and HE institutions. Concept of LLL introduced by HE Law. Short studies of 60 to 120 ECTS credits leading to certificate, but not to degree. Postgraduate specialist studies at universities and non-university institutions, from 60 to 120 ECTS credits, leading to degree specialist (spec.). Modular structure of undergraduate and postgraduate education. Flexibility of learning paths should be build up by the national qualification framework and HE institutions.

10. Stocktaking With a view to the goals set for 2010, it is expected that measures will be introduced to take stock of progress achieved in the Bologna Process. A mid-term stocktaking exercise would provide reliable information on how the Process is actually advancing and would offer the possibility to take corrective measures, if appropriate. Ministers charge the Follow-up Group with organizing a stocktaking process in time for their summit in 2005 and undertaking to prepare detailed reports on the progress and implementation of the intermediate priorities set for the next two years: quality assurance two-cycle system recognition of degrees and periods of studies Participating countries will, furthermore, be prepared to allow access to the necessary information for research on higher education relating to the objectives of the Bologna Process. Access to data banks on ongoing research and research results shall be facilitated. 2003. – ECTS and Diploma supplement introduced. 2003. – National Agency for Science and Higher Education. 2003. – National Council for Higher Education and National Council for Science. 2003. – Functional integration of universities (beginning of legal integration). 2004. – Lump-sum financing 2004. – QA network established. 2004. – Evaluation system established. 2004. – Accreditation procedure established. 2004. – National ENIC/NARIC network. 2004. – Third cycle established. 2005. – First and second cycle established. 2005. – ECTS fully established. 2005. – Diploma Supplement fully in operation. 2007. – Legal integration of universities. 2011. – Binary system. 2003. – ECTS and Diploma supplement introduced. 2003. – National Agency for Science and Higher Education. 2003. – National Council for Higher Education and National Council for Science. 2003. – Functional integration of universities (beginning of legal integration). 2004. – Lump-sum financing 2004. – QA network established. 2004. – Evaluation system established. 2004. – Accreditation procedure established. 2004. – National ENIC/NARIC network. 2004. – Third cycle established. 2005. – First and second cycle established. 2005. – ECTS fully established. 2005. – Diploma Supplement fully in operation. 2007. – Legal integration of universities. 2011. – Binary system.

11. Can we do that?